察哈尔右翼前旗XX小学六年级英语下册Unit5WhatIsHelike第2课时教学设计陕旅版三起

Unit5 What Is He like 第2课时教学设计
【内容来源】陕旅教育出版社六年级下册 Unit5
【主题】Warming-up: Look, read and choose, Let’s talk, Ask and answer, Complete the conversations
【课时】第2课时
一、教学目标
1. 能听懂并理解Let’s talk部分的对话内容。

2. 能流畅地朗读对话，并能结合实际情景灵活准确地运用以下功能结构：
(1) —What is he like?
—He is kind to us.
(2) —What do you think of her?
—She is a little serious.
二、教学准备
1. 教师准备Let’s learn部分的单词教学卡片。

2. 教师准备Warming-up中Look, read and choose部分三个女孩的课件或图片。

3. 教师准备Let’s talk部分的教学挂图或教学课件。

4. 教师准备Let’s talk部分的教学音频。

三、教学方法建议
课程导入(Leading In)
(1)课前热身
教师拿出所准备的Let’s learn部分的单词卡片，随机闪动并发问，如：
T: Hello, boys and girls. Look at the picture. What is the boy like?
学生快速说出教师卡片上的性格类单词，并用完整的句子描述：
Ss: Clever! He is clever.
(2)新课导入Part A Warming-up: Look, read and choose
单词练习完毕后，教师展示所准备的本部分a, b, c三个女孩的教学课件或图片组织活动：
T: Hi, boys and girls! There are a, b，c three girls. Look at girl c. What’s she like?
Ss: She is tall. She has long hair. She is wearing a dress.
T: Is she serious?
Ss: No. She is smiling. She is friendly / kind / ...
豉励学生大胆运英语表达个人的想法，并通过与学生的简单交流，帮助学生更好地组织语言。

T: Now let’s try to read and choose.
让学生快速阅读课本p37页本部分的句子后完成这个活动，并核对答案。

之后，通过课件或图片展示，就图片中的a, b两个女孩，与学生用上节课学习过的人物性格词汇进行简短的会话，为“新课展示”环节做铺垫。

参考答案：1. c 2. a 3. b
课程展示活动和过程的设计建议(presentation)
(1)新课展示Part A: Let’s talk
1. 课件出示Ms. May和Mr. Black的图片，并将两个人物的图片分别贴在黑板上，在下面写上他们的名字。

T: This is Ms. May, and this is Mr. Black. What are they like? What do you think of them?
在学生熟悉句型What is ... like?后，教师就可以将新的功能句What do you think of ...?通过这样的提问引出，并把这两个基本句型交叉使用，让学生理解这两个句子的意思都可用来对某人的个性特征进行提问。

教师板书功能句What do you think of...? 并指着Ms. May的图片，再次提问学生：T: What’s Ms. May like? Wha t do you think of her?
Ss: She is serious.
然后指着Mr. Black的图片提问学生：
T: What do you think of Mr. Black?
Ss: He is kind.
2. 课件播放Let’s talk部分的对话视频，让学生初步感知对话：
T: Maybe you are right. Now, please look at the screen, and listen to the dialogue carefully. What are Kevin and his sister talking about? What are Ms. May and Mr. Black like? Try to get the right answers to my questions.
课件出示问题如下：
(1) what does Mr. Black do?
(2) What is he like?
(3) What dose Ms. May do?
(4) What do you think of her?
板书问题2和4，即本节课的功能句。

视频播放完毕后，引导学生说出较完整的答案，并板书问题2和4的答案。

Ss: Mr. Black is a teacher. He is Kevin’s Math teacher. He is kind. Ms. May is a teacher, too. She is the sister’s Math teacher. She is (a litt le) serious.
T: Ms. May is serious, but she’s not very serious. She is a little serious.
在说到a little时，教师可用拇指卡住食指头处，形象地描绘出“一点点”的意思，帮助学生复习该词组。

由于对话中涉及到的人物学生是首次接触，教师要注意引导学生在第一次整体感知课文的基础上，先有目标地找到这两个人物的基本信息。

3. 学生朗读课文，教师通过提问帮助学生进一步了解对话内容。

问题可参考如下：
(1) What’s Kevin’s favorite subject? Why?
(2) What does Kevin think of their Math classes?
(3) Does Kevin’s sister like Ms. May?
在学生第二次接触对话时，提出更细致的问题，可以引导学生挖掘出更多信息。

第(3)个问题为引申的问题，虽然课文中没有明确表示出Kevin的姐姐对Ms. May表示喜爱的句子，但应培养学生从字里行间中猜测出更深层的含义。

引领学生从对话中找答案，从人物的用词中发现隐含的意思：
T&Ss: Kevin’s favorite subject is Math. Because he likes his Math teacher. He thinks their Math classes are interesting.
Yes. She likes Ms. May. Because Ms. May teaches very well.
4. 教师带领学生再次整体回顾对话，并详细讲解疑难点，帮助学生理解对话大意。

尤其是He always tries to make Math easy to understand.这个句子比较长，所涵盖的生词也比较多，应该有部分学生不了解确切的意思。

T: This sentence is long. Do you understand it? No. It is a little difficult. Let me help you. I’ll try to make it easy to understand.
板书make sth. easy to understand
T: make“使得，让……变得”。

Now, it’s easy. Do you understand it? Well. Yes.
I always try to make English easy to understand. And you’ll find English classes interesting.
在学生理解之后与学生用英语开个小玩笑，变换句型也可以加深学生对这个句子的理解，同时引出find sth. / sb. interesting这一表达，板书并引导、鼓励学生用一用，如：
I found the monkey very clever.
The students find the story interesting.
(2)巩固活动
1. 教师播放Let’s talk部分的录音，让学生模仿其语音语调跟读对话。

2. 小组活动，分角色进行对话朗读练习。

操练活动的设计与实施建议(Practice Activities)
(1)Part B Ask and answer
1. 让学生自选本部分的图片人物，两人一组进行问答。

2. 让学生两人一组选择班上任意两位学生根据其特点进行问答。

(2)Part C Complete the conversations
1. 教师引领学生通读整篇对话后，引导学生联系上下文抓关键词，以两人活动(Pair work)的形式进行讨论将对话补充完整。

如第1组对话中的关键词是职业词police officer 和性格词hard-working and friendly，可推出第1个问句是问职业，而第2个问句是问性格。

2. 展示部分学生完成的内容，请学生就答案正误和书写规范等方面进行评价，然后教
师讲解答案。

参考答案:1. does, do, is, like
2. like, do, subject, Why
3. 完成对话后，教师可指导学生以此为模板进行对话创编既可以就家庭成员或朋友的照片谈论展开对话，也可以加长对店2，谈论不同科门的教师。

注意向学生强调要运用到本课时最重要的功能句进行创编。

4. 教师在学生对话表演过程中，可借助重复的方式委婉地纠正学生英语的口语应用错误，保护学生的自尊心。

【板书设计】
Unit 3 Where did you go?
Part A
教学内容Let’s learn, Listen, answer and write, Let’s try, Let’s talk
教学目标【知识目标】
1.四会词汇：went, camp, went camping, fish, went fishing, rode, hurt
2.三会词汇：fell, off, Labour Day, mule, Turpan, could, till
3.重点句型：(1)—Where did you go? —I went to a forest park.
(2)—Did you go to Turpan? —Yes,we did.
【能力目标】
1.能够听、说、读、写四会词汇，能够听、说、认读三会词汇。

2.能够对某人去过的地方和所做的事情进行问答。

如:Where did you go? I went to… What did you do yesterday? I visited my grandparents.
3.能够用一般过去时的一般疑问句形式询问别人过去某个时间所做的事情并作答。

如：Did you go fishing last weekend? Yes,I did./No,I didn’t.
【情感目标】
自由地谈论去过的地方和做过的事情，激发学生对过去经历的美好回忆。

热爱生活，学会分享，增进友谊。

教学重点1.能听、说、读、写过去式单词went，rode，hurt和词组 went camping，went fishing 等;能正确使用动词过去式。

2.能利用“Where did you go？What did you do？”互相询问去过的地方和做过的事情，并能根据实际情况灵活作答。

教学难点1.掌握本部分的新单词并利用过去式的变化进行描述。

2.灵活运用“Where did you go？” “What did you do？”谈论去过的地方和做过的事情。

教学准备课本、课件、课本挂图、日历、John头饰若干、小奖品、磁
带和录音机（或其他课本配套音频设备）等课时安排2课时教学过程批注
一、Warm-up & Revision
1.Daily oral practice
Good morning! Glad to meet you. How are you? Last weekend, I did many things.
Can you guess and say what I did. Now let’s play a game.
2.Game:Look and say
教师做watched TV, washed the clothes, cleaned the room, played football, read a book, slept, had a cold（rode a horse, rode a bike, went camping, went fishing, hurt my foot）等动作，学生运用Unit 2所学说出对应的英文（注意用过去式），对于括号里的内容，用中文答出即可。

学生比比谁反应快。

以师生互动游戏的方式回顾上个单元重点知识并导入新一单元的学习。

对于在游戏环节表现优秀的学生，教师给予适当表扬或奖励（小奖品）。

二、Presentation & Practice
第二课时
4.再次播放录音，教师对学生有疑问的地方进行简单讲解。

Let’s talk
1.设计主情景“我是小小侦探”——“谁打扫了教室？”
（1）教师用课件动画形式呈现一个明亮干净的教室。

出现一个老师和一个学生John。

T:Look,our classroom.It’s very clean and tidy.But who cleaned it?I don’t know.I want to thank him.Can you help me find him?
J:I can help you to find him.
John跑了出去，碰到了Sarah，John就问Sarah。

J:What did you do last weekend?
Sarah: Hmm! I watched TV.
然后John跑去问Wu Yifan。

J:What did you do last weekend?
W:Hmm! I played football.
板书句型：What did you do last weekend? I played football. 学生朗读。

（2）教师配带John的头饰T: Look, John comes to our class. He wants to find who cleaned the classroom last weekend.
T:What did you do last weekend?
S1:I...
T:What did you do last weekend?
S2:I...
T:Did you help the teacher clean the classroom?
引导学生回答。

2.用录音机或其他设备播放课文录音，让学生完整听一遍之后再逐句播放，让学生跟读。

3.讲解句型“Where did you go? Mt. Tianshan, Xinjiang.” “Did you go to Turpan? Yes, we did.”。

4.让学生两人一组分角色练习Let’s talk部分的对话。

5. 学生讨论John假期去了哪里，做过什么。

然后再说说自己的假期。

完成课文后的问题。

创设情境，进行趣味游戏，活跃课堂气氛。

分角色朗读，教师可以对语音、语调掌握得好的学生进行表扬，并且鼓励其他人向他学习。

作业设
计1.熟读Let’s talk部分课文。

2.自主预习B部分Let’s learn新课。

板书设
计
Unit 3 Where did you go?
What did you do last weekend?
I played football.
Where did you go over your holiday？
What did you do？
Part A部分重点学习了几个表示过去活动的词语,并将这些词语运用到了日常的口语交际中。

教师引导学生通过图片展示、问答、游戏、会话表演等一系列活动来训练“Where did you go last Saturday?
I...”“What did you do there? I...”两个句型,让学生在日常交际中学会问答过去的活动，激发学生对过去经历的美好回忆。

Part B
教学内容Let’s learn, Look and say, Let’s try, Let’s talk, Read and write, Let’s check, Let’s wrap it up, Story time（C部分）
教学目标【知识目标】
1.四会词汇：ate,took,took pictures,bought,gift
2.三会词汇：beach,basket,part,licked,laughed
3.重点句型：
(1)—How was your summer holiday? —It was good.
(2) —Where did you go over the winter holiday？
—My family and I went to Sanya.
(3)—How did you go there? —We went there by plane.
【能力目标】
1.能够听、说、读、写四会词汇，能够听、说、认读三会词汇。

2.理解并掌握重点句子。

3.灵活运用所学句型自由谈论和评价过去的旅游经历。

【情感目标】
培养学生热爱旅游、热爱生活的积极情感，引导学生与人交往，与人交流、合作。

教学重点1.Let’s learn（四个过去式词组）＆Let’s talk＆Read and write＆Let’s wrap it up。

2.运用重点句型谈论假期去过哪里并评价旅游经历。

教学难点1.能在实际情景中灵活运用重点句型。

2.模仿课本Read and write用日记记录自己的一天的活动情况。

3.动词过去式的不规则变化。

教学准备课本、课件、单词卡片、挂图、小奖品若干、磁带、录音机
（或其他音频播放设备）等
课时安排4课时
教学过程批注
一、Warm-up & Revision
1.Free talk
T:What day is today?
S1:Today is...
T:What day was yesterday? (强调yesterday)
S2:It/Yesterday was...
T:What did you do yesterday?
S3:I (did)...yesterday. (用前几课时所学的词组作答)
2. Chain-drill:
S3: I (did)...yesterday. What did you do yesterday?
S4: I (did)...yesterday. What did you do yesterday?
S5: ...(ask the teacher)
T: I went to a park yesterday.
3.播放教材配套英文歌曲“Tell me about your holiday”，然后带学生一起唱，进
以师生自由谈论、学生句子接龙的形式复习前几次课所学词汇和句型。

用歌曲活跃课堂气氛。

第三课时
第四课时
作业设计1.抄写并背诵本单元重点词汇和句子。

2.自主预习下一个单元的内容。

板书设
计
Unit 3 Where did you go?
am/is→was are→were
eat→ate drink→drank
run→ran
B部分仍然以谈论过去的经历为主线，进一步训练“Where did you go?” “How did you go there?” “What did you do?”及其答语,通过听、说、读、写全方位的训练，学生基本掌握了一般过去时态，能抓住时间、地点、出行方式和活动几个要素来描述假期出游情况。

对于听力题，教师要有意识地培养学生听前读题的好习惯。

观察一下图片，读一读题干，找找关键词，这些都有利于后面的答题。

另外，对于难度适宜的题目，做完之后教师可以鼓励有能力的学生来给其他人讲题，让学生争当小老师。

第一课时
课时内容
A Let’s learn ；Make a map and talk
课时分析
本课时是人教版六年级上册第一单元第一课时。

围绕Where is the...?这一话题展开，主要通过对话学习词汇science museum, post office, bookstore, cinema, hospital及句型Where is the...? It’s next to...的表达。

引导学生了解一些简单的构词规律，发音规律，培养学生学习英语的热情，树立学好英语的信心。

第一课时是本单元的基础，学会了本课时所要掌握的知识，再学习其他课时就会很容易。

本课时的重点是四会单词的掌握以及能够运用四会单词介绍场所的位置。

本课时包括Let’s learn 和Make a map and talk 两个版块。

Let’s learn呈现了吴一凡和Robin的对话，体现了单词及词组的词形和意义。

此版块呈现的对话情境是吴一凡问Robin电影院在哪，Robin告诉吴一凡在书店旁边。

此情境贴近学生的实际生活，很能激发学生学习的兴趣。

Make a map and talk版块是一个综合性的操练活动。

学生可以通过这个活动巩固A 部分Let’s learn所学的词汇和句型，做到学以致用。

本课时虽然是新授课，但是四会单词和词组比较简单，所以学生很容易掌握。

在设计教学过程时，遵循以学生为主体的原则，采用猜一猜、说一说、读一读、玩一玩、儿歌等多种教学手段调动全体学生的积极参与。

通过任务型教学法、合作探究教学法等引导学生自主学习。

课时目标
（1）能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital。

（2）能够运用所学词汇介绍场所的位置。

（3）了解一些简单的构词规律和一些简单的发音规律。

（4）能够听、说、运用句型Where is the...? It’s next to...
（5）培养学生学习英语的热情，树立学好英语的信心。

课时重难点
1.重点
（1）能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital。

（2）能够运用所学词汇介绍场所的位置。

（3）了解一些简单的构词规律和一些简单的发音规律。

（4）能够听、说、运用句型Where is the...? It’s next to...
2.难点
（1）能够正确运用所学词汇介绍场所的位置。

（2）句型Where is the...? It’s next to...的灵活运用。

教学准备
多媒体课件、卡片、图片、录音机、磁带、空白简图
教学过程
Step 1 Warm up
1. Greeting
T: Good morning, everyone.
Ss: Good morning, teacher.
T: How are you today?
Ss: I’m fine, thank you. And you?
T: I’m fine, too. Are you ready for English class?
Ss: Yes.
设计意图：师生间的问候，拉近与学生的距离。

2. Ask and answer
T: Look at the picture. This is Robin’s room. Where is the picture?（课件呈现图片，并板书句子Where is the..?）
S1: It’s on the wall/above the bed.（板书句子It’s ...）
T: Where is the chair?
S2: It’s in front of the desk.
T: Can you ask some questions like me? Who can?
S3: Where is the...?
S4: It’s beside/near...
...
教学资源：课件
设计意图：利用图片，进行问答，帮助学生回忆Where is the...? It’s...的句型，为学习本课做好准备。

3. Let’s chant
T: Now let’s chant together.
(课件展示儿歌，学生齐说。

）
教学资源：自制课件。

设计意图：通过chant，既复习了与本课相关的词汇，为学习新的词汇做准备。

同时也活跃了课堂气氛，激发学生学习的热情。

Step 2 Lead in
T: Boys and girls, let’s play a game. Please guess what place it is.
（课件出示学生熟悉的场所,并遮住一部分，让学生猜。

）
T: Look at picture 1. This is a place.
S1: A zoo/...?
T: No.
S2: A park?
T: Yes, you’re right. It’s a park. Next one. What place is it?
S3: A school/...?
...
T: Yes, it’s a library. We can read books in it.
教学资源：自制课件。

设计意图：通过学生们猜测熟悉的场所，既吸引了全体学生的学习兴趣，又自然的引出了新知。

Step 3 Presentation
1. Teaching “cinema, post office, bookstore, science museum, hospital ”. (1)Teaching “bookstore ”
T: Look at picture 3. What place is it? It has many books, dictionaries, magazines there. If you want some books, you can go there. It ’s a ... Ss: Bookstore.(引导学生说出，张贴bookstore 。

联系单词or ，试着自己读出单词，教师强调st 的发音。

带读，指名读，齐读。

) (2)Teaching “cinema ”
T: Look at picture 4. It ’s a big place. If you want to see Kung Fu Panda, Spider Man...You can go there. What place is it? It ’s a ...
Ss: Cinema.（引导学生说出。

张贴单词cinema ，领读，拼读，指名读，齐读。

） T: Picture 4 is a cinema. We can see a film in the cinema. (3)Teaching “post office ”
T: I write a letter to my friend. I want to post the letter.（教师拿出一封信。

）Shall I go to the cinema? Ss: No.
T: Bookstore? Ss: No.
T: Where shall we go? Look at picture 5. What place is it?
Ss: Post office.（张贴词组post office ，联系单词teacher s’ office ，强调字母o 在词组中的不用发音，然后让学生自己拼读单词，指名读，带读，齐读。

） (4)Teaching “hospital ”
T: Look at picture 6. If you have a headache, have a stomachache, have a cold, you can go there.（教师做动作帮助学生理解。

）Guess what place it is.
Ss: It ’s a hospital.（引导学生说出。

张贴单词hospital ，领读，拼读，指名读，齐读。

）
(5)Teaching “science museum ’
T: Look at this picture. What place is it? It’s a... Ss: Museum.（教读单词museum ，拼读单词，齐读单词。

） T: It ’s a Science museum （张贴词组，指名读，分组读。

） 教学资源：课件、卡片
设计意图：通过猜一猜，引出要学习的新知，引起学生的兴趣，然后利用学生的迁移能力，引导学生自读单词，培养学生的思维能力。

2. 听录音跟读单词，两人读单词，儿歌记忆单词。

教学资源：课件、录音机、磁带
设计意图：儿歌的教学更好的帮助记忆单词的音和义。

3. Teaching “Where is the ...? It ’s next to...” (1)呈现医院和书店的图片，学习句子。

T: Where is the hospital?（将hospital 卡片贴到板书的句子中，将Where is
the...
补充完整）
S1: It’s near/beside the bookstore.
T: We also can say “It’s next to the hospital.”（板书next to，讲解next to，并将句子It’s ...补充完整，然后指名讲解句型。

）
(2)齐读板书句子。

Where is the hospital?
It’s next to the bookstore.
(3)呈现邮局和电影院的图片，学生两人一组练习。

句型：A: Where is the...?
B: It’s next to the...
(4)指组演练。

教学资源：自制课件
设计意图：将上课复习的句型和学习的词汇结合起来，引出新句型，然后模仿句型，使学生轻松的掌握新知。

4. Let’s learn
(1)Show the pictures about Wu Yifan and Robin.（呈现教课书图片。

）
T: Who are they?
Ss: WuYifan and Robin.
T: What do they say? Let’s listen to the tape.
(2)Listen to the tape again and answer the question.
Where is the cinema?
(3)Open the books and follow the tape.
(4)Read in pairs.
教学资源：录音机、磁带
设计意图：通过听录音，跟读录音，分角色朗读，集中学生注意力，提高听读的效果，巩固所学的知识。

5. Do practice in pairs.
(1)课件呈现图片，两人一组编对话。

A：Where is the ...?
B：It’s ...
(next to, in front of, behind)
(2)指组表演对话。

教学资源：课件
设计意图：创设一定的情境，帮助学生更好的运用所学词汇和语言。

Step 4 Practice
1. Let’s play a game. Guess the words.
教师出示单词词卡，用白纸遮住单词的一部分（开头或结尾），学生快速猜出单词并大声读出来。

教学资源：词卡
设计意图：猜单词的游戏，活跃了课堂气氛，巩固了单词的认读。

2. What’s the missing?
课件呈现本课所学词汇的图片，请学生观察几秒，然后依次消失图片，请学生快速说出消失的是什么？
教学资源：课件
设计意图：有趣的游戏帮助学生更好的记住本课单词。

3.了解合成词。

(1)呈现学过的场所，学生小组讨论，把词汇分成两类，并说出理由。

school, cinema, park, science museum, library, bookstore, hospital,
zoo, computer room, post office, washroom, garden
(2)教师公布答案，讲解合成词。

school science museum
cinema bookstore
park post office
library computer room
zoo washroom
hospital
教学资源：课件
设计意图：通过小组讨论，归纳，锻炼学生的思维能力，引导学生在合作学生中了解合成
词的构成。

4. Make a map and talk
(1)Make a map for your toy city. Introduce it to the class.
(2)Write 1-3sentences about your toy city.
Look, this is my toy city. There is a______________________________________.
__________________________________________________________________.
教学资源：自制课件、空白简图
设计意图：通过此活动，不仅将所学知识得以运用，还锻炼了学生的口语交际能力。

Step 5 Summary
T: What did you learn about this lesson? 学生自由说，教师总结。

1.五个表示建筑的单词及词组：cinema, post office, bookstore, science museum,
hospital
2.next to与near, beside是同义词。

2.询问地点及回答的句型：
Where is +the+地点？
It’s +介词短语。

设计意图：将本节课所学的知识进行归纳，帮助学生理解和记忆，巩固提升本课时所学的知
识。

课堂作业
一、看图连线。

1. 2. 3. 4.
A. hospital
B. cinema
C. post office
D. science museum
二、单项选择。

( )1.—_______is the cinema?
—It’s behind the park..
A. Where
B. Who
C. What
( )2. There _______ a pet hospital in my city.
A. are
B. is
C. am
( )3. The bookstore is _______ the school.
A. near to
B. next to
C. next
三、看图，将句子补充完整。

1. —Where is the _________?
—It’s ________ ________ the cinema.
2. —________ ________ the bookstore?
—________ beside the cinema.
四、猜一猜。

A. cinema
B. hospital
C. post office
D. bookstore
E. science museum
1. You can see a film （电影）at the___________.
2. If you are sick, you should see a doctor in the ___________.
3. You can buy some books in the ___________.
4. You can watch the dinosaur（恐龙）show in the ___________.
5. You can send a letter in the ____________.
Answers:
一、1.B2.A3.D4.C
二、1. A 2. B 3. B
三、1. hospital, next to
2. Where is, It’s
四、1.A2.B3.D4.E5.C
板书设计
Unit 1 How can I get there?
A Let’s learn
bookstore cinema post office
书店电影院邮局
hospital science museum
医院科学博物馆
Where is the hospital?
It’s next to the bookstore. (与……相邻，挨着)
Module 5 Unit 1 He is playing the suona, but the phone rings
一、写出句子中画线单词的反义词或对应词。

1. ________ It’s very cold.
2. ________“Stop!” says Simon.
3. ________ Come in, please.
4. ________Don’t laugh at me.
5. ________ He is sitting down.
二、单项选择。

( ) 1. The old man is_____ the road, ____ a car comes.
A. cross；and
B. crossing；but
C. cross；but
( ) 2. Jack can play ____ football，but he can’t play ____ suona.
A. /; /
B. /; the
C. the; /
( ) 3. They are singing very________. So I can’t hear you.
A. louder
B. well
C. loudly
( ) 4. He plays the suona________.
A. for three times
B. for third time
C. for the third time ( ) 5. Many people________ the Great Wall every year.
A. visits
B. visiting
C. visit
三、读句子，选出正确的单词。

1. Lin Tao is doing his homework, ______ (but/so) the phone rings.
2. Tingting is ________ (dance/dancing) for us.
3. The girl is ________ (talking/taking) to her friend.
4. “Get up！It’s seven o’clock,” my mother _______ (say/says).
5. I can’t________ (hear/listen) you. It’s too noisy.
四、用所给词的适当形式填空。

1. My father is working on the computer, but my brother starts to______ (cry).
2. My mother is cooking dinner, but the bell________ (ring).
3. “Go on, please!” ________ (say) the teacher.
4. “Come in, please!” I say. My friend Lucy_______ (come) in.
5. Mr Smart is reading a book and Mrs Smart_______________ (watch) TV.
五、连词成句。

1. Dad suona playing is the (.)
____________________________________________________
2. are we table playing tennis (. )
__________________________________________________
3. friend hear him his can’t (.)
__________________________________________________
4. come more in friends (.)
____________________________________________________
参考答案
一、1. hot 2.begin 3. go 4. cry 5. up
二、1. B 2.B 3. C 4.C 5.C
三、1. but 2. dancing 3.talking 4. says 5. hear
四、1. cry 2. rings 3.says 4. comes 5. is watching
五、连词成句。

1. Dad is playing the suona.
2. We are playing table tennis.
3. His friend can’t hear him.
4. More friends come in.。